FLE353 PHONOLOGY
| Course Code: | 4500353 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | Foreign Language Education |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | |
| Offered Semester: | Fall Semesters. |
Course Objectives
The aim of this course is to raise an awareness of the sound system of different languages including English, Turkish, German, Arabic, Chichewa, Karen and Zulu etc. The course aims to help students increase their knowledge on L1/L2 phonology and how to use this knowledge in their pronunciation teaching practices. In this course, students will also gain an awareness of currently available pronunciation teaching techniques and materials.
Course Content
The aim of the course is to raise an awareness of the sound systems of different languages, in particular, the importance of phonology of a foreign language. It aims to provide students with theoretical knowledge of phonology and practical skills in phonological analysis. It is a comprehensive survey of suprasegmentals, phonological processes, speech errors, dialect and language variations and phonologival development with a special emphasis on English and Turkish.
Course Learning Outcomes
At the end of this course, students will be able to:
- describe and explain segmental and suprasegmental features in English
- explain common difficulties Turkish speakers have in English
- explain and analyze types of consonants and vowels available in world languages
- transcribe words given in various languages in phonetic symbols
- explain and analyze co-articulatory effects in English and Turkish
- evaluate their own pronunciation of English
- analyze pronunciation issues of other L2 learners
- provide corrective feedback for pronunciation teaching
- plan a lesson integrating pronunciation into other L2 skills
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Make appropriate pedagogical decisions in accordance with their particular English teaching context (i.e. Age, setting, location, and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 2 | Critically analyze linguistic, literary, cultural, and historical issues when selecting, developing, and using course materials and assessment instruments. | ✔ | |||
| 3 | Based on their familiarity with educational sciences, literature, and linguistics, establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 4 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 5 | Individually and collaboratively design, conduct, and report small-scale educational research projects by employing relevant research methods in the investigation of language with teachers from local, national or international contexts. | ✔ | |||
| 6 | Demonstrate awareness of individual, (multi) cultural, and psycho-social diversity in learning environments and adapt to different local contexts. | ✔ | |||
| 7 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems. | ✔ | |||
| 8 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 9 | Effectively translate a diverse set of English and Turkish discourses considering context-specific elements. | ✔ | |||
| 10 | Utilize experiences of learning a foreign language other than English for developing an awareness of language learning processes. | ✔ | |||
| 11 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 12 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Promote creativity, understanding, cooperation, and equity to establish a positive classroom environment. | ✔ | |||
| 15 | Develop a critical and multicultural perspective to language and language-related issues emerging from global English contexts. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution